Life Skills Link to Mind Wandering Among University Students: An Exploratory Study

The occurrence of mind wandering (MW) leads to lower performance on memory tasks related to lecture contents in educational settings, which has been recognized as problematic. To date, several dispositional factors have been reported as being associated with MW. This study investigated whether another psychological component—life skills—is linked to MW. Specifically, it clarified the relationship between life skills and two types of MW: state MW (occurs while performing a given task) and trait MW (occurs subjectively in daily life), using a sample of university students. From the perspective of cognitive and emotional control functions, life skills are thought to be related to the occurrence of MW. In addition to common questionnaire surveys, by recording and analyzing the participants' self-reports for MW occurrence during the experimental task, we clarified not only the quantitative associations among the variables but also the qualitative differences. Multiple regression analysis for the data from 53 students showed that decision-making and coping-with-emotion skills are negatively related to the occurrence of mind wandering. The qualitative data additionally revealed that participants with high decision-making skills are more likely than those with low decision-making skills to attempt to maintain their concentration on the task by thinking about task execution. These results suggest that life skills are associated with MW and that the ability to inhibit MW may be enhanced by improving life skills because they comprise acquired, learnable behaviors and attitudes. Life skills training may help in reducing students' MW in educational contexts.

Therapist Materials for Continuing Progress into the Future

The main point of this final session is to review key concepts from this treatment program and to help the client prepare for what comes next. This session looks at relapse prevention and reviews the important takeaway messages of the program. Clients learn a quick method of applying skills when taking action in the future by reviewing an emotion skills action plan and creating their own practice plan. Clients and therapist evaluate client progress and revisit client treatment goals created at the beginning of treatment. Studies on this treatment have shown that clients continue to see additional improvements in their symptoms for up to a full year after completion.

Treatment of anorexia nervosa in young people with autism: a literature review

AimsThe purpose of this review was to review existing literature relating to treatment of anorexia nervosa in young people with a diagnosis of autism. Hypothesis was that there would be a limited amount of literature in this age group.Previous research has suggested that there is over-representation of autistic traits in anorexia nervosa. There are implications for treatment outcomes for young people with anorexia nervosa and autism. Young people with autism may find it more difficult to engage in psychological treatments for anorexia nervosa, due to cognitive and behavioural inflexibility, or communication difficulties. Researchers are therefore looking at other options for treatment.MethodThis is a narrative review. Search was conducted in January 2020. Keywords used were “anorexia nervosa” combined with “autism” combined with “treatment”. Only published, peer-reviewed, full articles in English were included. Search of OVID (for MEDLINE, PsycINFO, EMBASE and ERIC databases) gave a result of 222 articles. 9 articles met the inclusion criteria. Search of CINAHL gave a result of 12 articles; 3 articles met the inclusion criteria but had been reviewed following OVID search.ResultThemes identified for discussion were: cognitive remediation therapy; improving emotional identification; adaptations to communication; dietary, sensory and environmental considerations; recognising the role of autism; and pharmacological therapies.ConclusionLiterature suggests that treatment targeting cognitive features, common to anorexia nervosa and autism, can be effective. There has been interest in the use of cognitive remediation therapy (CRT) and cognitive remediation and emotion skills training (CREST). However, more research is required in younger patient groups. Use of medication is in experimental stages, with studies considering a role for oxytocin from age 16. Qualitative studies provide information on modifications to treatment which could be helpful. The review highlights the need for a standardised, evidence-based treatment pathway for this patient group.

Positive Emotion Skills Intervention to Address Burnout in Critical Care Nurses

Critical care nurses experience high levels of workplace stress, which can lead to burnout. Many medical centers have begun offering wellness programs to address burnout in their nursing staff; however, most of these programs focus on reducing negative states such as stress, depression, and anxiety. A growing body of evidence highlights the unique, independent role of positive emotion in promoting adaptive coping in the face of stress. This article describes a novel approach for preventing burnout in critical care nurses: an intervention that explicitly aims to increase positive emotion by teaching individuals empirically supported skills. This positive emotion skills intervention has been used successfully in other populations and can be tailored for critical care nurses. Also discussed are recommendations for addressing burnout in intensive care unit nurses at both the individual and organizational levels.

A Web-Based, Positive Emotion Skills Intervention for Enhancing Posttreatment Psychological Well-Being in Young Adult Cancer Survivors (EMPOWER): Protocol for a Single-Arm Feasibility Trial

Background Adolescent and young adult cancer survivors (AYAs) experience clinically significant distress and have limited access to supportive care services. Interventions to enhance psychological well-being have improved positive affect and reduced depression in clinical and healthy populations but have not been routinely tested in AYAs. Objective The aim of this protocol is to (1) test the feasibility and acceptability of a Web-based positive emotion skills intervention for posttreatment AYAs called Enhancing Management of Psychological Outcomes With Emotion Regulation (EMPOWER) and (2) examine proof of concept for reducing psychological distress and enhancing psychological well-being. Methods The intervention development and testing are taking place in 3 phases. In phase 1, we adapted the content of an existing, Web-based positive emotion intervention so that it would be suitable for AYAs. EMPOWER targets 8 skills (noticing positive events, capitalizing, gratitude, mindfulness, positive reappraisal, goal setting, personal strengths, and acts of kindness) and is delivered remotely as a 5-week, Web-based intervention. Phase 2 consisted of a pilot test of EMPOWER in a single-arm trial to evaluate feasibility, acceptability, retention, and adherence and to collect data on psychosocial outcomes for proof of concept. In phase 3, we are refining study procedures and conducting a second pilot test. Results The project was part of a career development award. Pilot work began in June 2015, and data collection was completed in March 2019. The analysis is ongoing, and results will be submitted for publication by May 2020. Conclusions If this intervention proves feasible and acceptable, EMPOWER will be primed for a subsequent large, multisite randomized controlled trial. As a scalable intervention, it will be ideally suited for AYA survivors who would otherwise not have access to supportive care interventions to help manage posttreatment distress and enhance well-being. Trial Registration ClinicalTrials.gov NCT02832154, https://clinicaltrials.gov/ct2/show/NCT02832154. International Registered Report Identifier (IRRID) DERR1-10.2196/17078